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Dissertation Proposal Defense

Dissertation Proposal Defense

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    Proposal Defense Power Point Proposal Defense Power Point Presentation Transcript

    • The University of Southern Mississippi College of Education and Psychology Department of Educational Leadership and Research James M. Thompson Proposal Defense Spring 2008
    • Agenda
      • Brief Overview
      • Statement of the Problem
      • Rationale for the Study
      • Theoretical Foundations
      • Overview of Prior Literature
      • Methodology
      • Self-Disclosure
    • Brief Overview
      • African American students’ beliefs of their teachers (Howard, 2002)
      • Teachers’ beliefs of African American students (Mosely, 2006)
      • Explore correlations between African American students’ beliefs and academic outcomes ( Casteel, 2000)
      • Analysis of correlations to determine whether African American students’ beliefs of their teachers and of each other have an effect on discipline referrals and referrals to special education services
      • Significant difference between the academic success and matriculation through K-12 public schools between African American students and other racial groups of students ( Gregory, Nygreen, & Moran, 2006).
      • African American students receive a disproportionate number of disciplinary referrals and referrals to special education services (Graham, 2007)
      • To examine how teachers’ beliefs and school cultures affect African American students’ attitudes and achievement in school ( Yarrell-Harris, 2003)
      • To explore African American students’ beliefs in attempts to explain academic and discipline gaps
      • To address other long-term negative social factors that impact society
    • Potential Limitations
      • Teachers may be reluctant to express their accurate feelings regarding their students’ academic abilities and behaviors, especially if they are negative.
      • Teachers may be reluctant to express their true beliefs of African American students, especially if they belong to another racial or ethnic group.
    • Theoretical Foundations
      • beliefs and expectations (Glenn, 1996).
      • Physiological needs (Arkes & Garske, 1977).
      • Cultural context (Ware, 2006).
      • Stereotype threats (Steele, 1998)
    • Overview of Research to Understanding the Issues
      • Academic achievement gap
      • African American students’ beliefs of teachers
      • Teachers’ beliefs and expectations of African American students
      • Referral to special education services
      • Discipline gap and the juvenile justice system
      • Stereotype threats
      • Social alienation and disidentification
    • Study’s Methodology
      • Research questions
      • Hypotheses
      • Research design
      • Participants
      • Instrumentations
      • Statistical procedures planned to analyze the data
    • Research Questions
      • Is there a significant correlation between African American students’ self-beliefs and the report card grades they receive?
      • Is there a significant correlation between African American students’ beliefs of their teachers and the report card grades they receive?
      • Is there a significant correlation between African American students’ self-beliefs and the number of discipline referrals they receive?
    • Research Questions (continue)
      • Is there a significant correlation between African American students’ beliefs of their teachers and the number of discipline referrals they receive?
      • Is there a significant correlation between African American students’ level of stereotype threats and the report card grades they receive?
      • Is there a significant correlation among teachers’ beliefs of African American students and (a) the number of students referred to special services, (b) the number of students who are placed in in-school-suspension and out-of-school suspension, and (c) the number of students who are retained at grade level?
    • Hypotheses
      • There is a correlation between African American students’ self-beliefs and their report card grades.
      • There is a correlation between African American students’ beliefs of their teachers and their report card grades.
      • There is a relationship between African American students’ self-beliefs and the number of discipline referrals received.
      • There is a relationship between African American students’ beliefs of their teachers and the number of discipline referrals received.
    • Hypotheses (continue)
      • There is a relationship between African American students’ level of stereotype threats and academic achievement.
      • There is a relationship among teachers’ beliefs of African American students and (a) the number of students referred to special services, (b) the number of students that are placed in in-school-suspension and out-of-school suspension, and (c) the number of students who are retained at grade level.
    • Research Design
      • Quantitative research
      • Dependent variables
        • Report card grades
        • Referrals to special education services
        • Grade retentions
      • Independent variables
        • Students’ self-beliefs and stereotype threats
        • Students’ beliefs of teachers
        • Teachers’ beliefs of students
    • Participants
      • African American students in fifth grade
      • Teachers of African American students
    • Instrumentations
      • Students’ beliefs
        • School environment
        • Classroom environment
        • Discipline behavior
      • Teachers’ beliefs
        • African American students
        • Career preparation
        • Instructional strategies
        • Classroom management
        • School culture
    • Statistical Procedures Planned to Analyze the Data
      • The variables and related data will be analyzed using descriptive, differential, and multi-linear regressions statistical techniques.
    • Self-Disclosure
      • Researcher acknowledges set of beliefs and experiences regarding the research issues
      • Awareness that some level of bias may surface
      • Extra care will be taken to avoid bias
      • Arkes, H. R. & Garske, J. P. (1977). Psychological Theories of Motivation . Monterey, CA: Brooks/Cole Publishing.
      • Casteel, C. A. (2000). African American students’ perceptions of their treatment by Caucasian teachers. Journal of Instructional Psychology , 27 (3), 143-148.
      • Glenn, N. (1996). Disproportionate representation of African American students in special education programs: Referral and skin color gradation. Doctoral Dissertation, University of Texas.
      • Graham, T. S. (2007). Race and referrals: Teacher attitudes, culturally relevant teaching, and the special education referrals of African American males. Doctoral Dissertation, Cambridge College.
      • Gregory, A., Nygreen, K., & Moran, D. (2006). The discipline gap and the normalization of failure. In P. A. Noguera & J. Y. Wing (Eds.), Unfinished business: Closing the racial achievement gap in our schools (pp. 153-199). San Francisco: John Wiley & Sons.
      • Howard, T. C. (2002). Hearing footsteps in the dark: African American students’ descriptions of effective teachers. Journal of Education for Students Placed at Risk , 74 (4), 425-444.
      • Mosely, P. (2006). Changing teacher practice and student outcomes. In P. A. Noguera & J. Y. Wing (Eds.), Unfinished business: Closing the racial achievement gap in our schools (pp. 153-199). San Francisco: John Wiley & Sons.
      • Steele, C. M. (1998). Stereotyping and its threat are real. American Psychologist , 680-681.
      • Ware, F. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African American students. Urban Education , 41 (4), 427-456.
      • Yarrell-Harris, G. (2003). Teachers’ perceptions regarding African American students’ culture and classroom behavior. Doctoral Dissertation, Fordham University.